Reflective Practice for Early Career Language Teachers
Reflective Practice for Early Career Language Teachers
$34.99
USDBased on a range of detailed case studies, this innovative book presents a model for early career language teacher development. It showcases the lived experiences of English language teachers in their training years, as well as the reflections of two more experienced English language teachers, and uses these case studies to provide practical guidelines on early career needs and development. It outlines four essential and highly connected conditions that will enable teachers to survive and thrive in the profession: reflection, support, resilience, and well-being. Using an innovative, evidence-based, data-informed approach to reflective practice, the book covers teachers' philosophy, principles, theory, practice, and critical reflection beyond practice. Each chapter contains practical reflection activities, to encourage reflection throughout from the reader on what the research reveals. It is essential reading for graduate students who are training to become language teachers, as well as language teacher trainers and lecturers.
- Introduces a model for the professional development of early career language teachers that consists of reflective practice, support, resilience, and well-being
- Outlines the framework for reflecting on practice in clear language that other early career language teachers can use to analyze their own early career lived experiences
- Provides examples of real lived experiences of five early career language teachers in each of their novice years, along with two English language teachers in their seventh and tenth years, for comparison
Reviews & endorsements
'A leading advocate of reflective practice for language teachers, Prof. Farrell once again provides us with a wonderful resource for novice and experienced teachers as well as teacher educators. Using the reflections of seven ESL teachers, most in the early stages of their careers and two experienced teachers, he operationalises his framework of reflecting on practice for each of these teachers, in order to unpack what reflection means and at the same time provide examples and reflective questions which will support early career ESL teachers in their own development. An incredibly rich resource that is theoretical, practical and accessible.' Elaine Riordan, Associate Professor in TESOL/Applied Linguistics, University of Limerick
'Thomas S.C. Farrell takes us on a roller coaster through the engaging stories about seven early career ESL teachers' lived experiences and puts forward a much-needed framework for anyone responsible for supporting, educating, and retaining early career teachers in schools. A research-informed book with many great lessons!' Minh Hue Nguyen, Monash University, Australia
'This exciting book, authored by a leading international theorizer and researcher of language teacher reflection, provides insights into the challenges faced by early career teachers and their reflective storytelling. It is an ideal resource for teacher educators and supervisors to gain a deep understanding of these challenges to help teachers survive the hardship and reality shock of the early years of their teaching careers.' Zia Tajeddin, Tarbiat Modares University
'This book is a valuable guide to learning and experiencing how to reflect systematically and holistically on one's teaching practices. Farrell's framework for early career language teacher development are key for preventing teacher attrition and improving retention, thus can be applied to various contexts. It is a must-read for teachers in all career phases: in-service teachers, teacher educators, program administrators, policymakers, as well as pre-service teachers and early career teachers.' Atsuko Watanabe, Bunkyo University, Japan
Product details
No date availableAdobe eBook Reader
9781009423267
0 pages
Table of Contents
- 1. The early career years
- 2. Getting the story
- 3. I want to help and encourage others: first year lived experience
- 4. I like teaching, but I don't want to teach forever: second year lived experience
- 5. I still enjoy teaching, but at what cost to my health?: third year lived experience
- 6. I want students to feel they're in a safe environment: fourth year lived experience
- 7. It's going to be really challenging to be a teacher: fifth year lived experience
- 8. I want to build a class community: seventh year lived experience
- 9. It's a chance to help people: tenth year lived experience
- 10. Reflecting on action
- 11. Reflecting for action
- Appendix A
- Appendix B
- References
- Index.
